| Nota de contenido con formato |
The first five experiments are not included in these correlations because their primary purpose is to teach basic lab techniques, but they could be correlated with lecture material on carboxylic acids, esters, pharmaceuticals, etc. if desired.<br/>I have tried to select the textbook chapters<br/>bearing the most obvious relationship to the experimental material, but in some cases there may be other chapters that would correlate equally well.<br/>The third edition of<br/>Morrison & Boyd is used here because the contents of the fourth were not available at the time of publication of this manual: I will be glad to provide correlations with the fourth edition, on request, when it is released,<br/>The<br/>following textbooks for the one-year course<br/>in organic<br/>chemistry are included in the correlations:<br/>M&B: R.T. Morrison and R.M. Boyd, Organic Chemistry, 3rd<br/>Boston: Allyn & Bacon, 1973<br/>Sol: T.W.G. Solomons, Organic Chemistry, 2nd ed. New York,<br/>Wiley , 1980<br/>S&H: A. Streitwieser, Jr. and C.H. Heathcock, Introduction to Organic Chemistry. New York: Macmillan, 1976<br/>Fes:<br/>R.J. Fessenden and J.S. Fessenden, Organic Chemistry.<br/>Boston: Willard Grant, 1979<br/>REC: J.D. Roberts and M.C. Caserio, Basic Principles of Organic Chemistry, 2nd ed. Menlo Park, CA: Benjamin,<br/>1977<br/>PHCH: S.H. Pine, J.B. Hendrickson, D.J. Cram and G. S<br/>Him, 1980rganic hemistry, 4th ed. New York: McGraw-<br/>KaV: D.S. Kemp and F. Vellaccio, Organic Chemistry. New<br/>York: Worth, 1980<br/>Ter: A.L. Ternay, Contemporary Organic Chemistry. Phil<br/>Laboratory Equipment and Supplies<br/>Each student should have access to an organic glassware kit<br/>19/22) or the equivalent,<br/>including the follow.<br/>(preferably<br/>round-bottom flasks (25, 50. 100, 250, and 500 ml), liebig-West condenser, distilling column, vacuum adapter, three-way connectaratory/addition funnel, and glass (or<br/>Claisen connecting tube, thermo.<br/>meter adapter, plastic) stopper.<br/>These can be provided in student lockers<br/>or checked out of the stockroom when needed. Students Should also be provided with (or required to purchase) safety glasses and "rubber" gloves; a towel, sponge, and lab apron are also desirable.<br/>Bach lab station should be supplied with at least 2 ring. stands (3 preferred), 3 utility clamps, 1 condenser cramp, 2 ring supports, a steam bath, and a burner (with flame spreader).<br/>Students should have access to one or more balances, drying ovens, gas chromatographs, infrared spec-trophotometers, and refractometers, if possible.<br/>A flame-<br/>less heat source, such as a heating mantle (we find the<br/>250-m1 Briskeat beaker heater quite satistactory) is highly desirable, and magnetic stirrers (with stirring bars) are convenient for many experiments, though they can be done without.<br/>Instruments that are used less frequently<br/>and are therefore optional include polarimeters, NMR spec-trometers, ultraviolet-visible spectrophotometers, color-imeters, and pH meters. Note that all of the spectral determinations can be dry-labbed, it necessary.) Melting-point instruments will reduce the time required for m.p. determinations considerably if they are available.<br/>Community supplies that should be readily available in the lab or stockroom include the following: soap, brushes, pipe cleaners, wash acetone. decolorizino carbon Drierite or calcium chloride fitstoneauhaicant.<br/>glass rod, glass tubing, melting-point capillaries,<br/>Column<br/>packing, boiling chips, bolling sticks (wooden apolicators) rubber bands or sprino clamos. rubber stonners. corks, cor orers, triangular files, and scissors. Special equipment<br/>like chromatograbhv columns (lictedin thie mannal under<br/>the experiment or in the textbook under the operation) can be issued from the stockroom as required. locker list of frequently used supplies<br/>A suggested |
| Resumen, etc. |
This manual is designed to assist the laboratory instructor by providing lists of needed chemicals and supplies, answers to questions and prelab assienments, and other helpful information about the experiments.<br/>The organization<br/>follows that in the text, with the Part I and Part Il experiments listed by number, followed by material on Parts TII and IV.<br/>To help you design a laboratory course that is compatible with your lecture assignments and laboratory facilities, a list of textbook correlations and a list of the operations, by experiment, follow this preface. ommended that<br/>Although it is rec-<br/>the first five experiments be performed in<br/>sequence, the order in which the rest are assigned can be quite flexible, demending on the students' prenaration and abilities.<br/>Most of the Part II experiments are more de-<br/>manding than those in Part I and should be assigned later in the course, but this is not invariably the case. Added flexibility is made possible by the 19 Minilabs and the numerous experimental variations described at the end of each experiment.<br/>A general list of suggested laboratory equipment and sun-plies is provided below;<br/>special supplies required for cer-<br/>tain experiments are listed under the experiments them-<br/>The operations section of the textbook (Part V)<br/>also lists equipment and supplies needed for performing each of the operations.<br/>The experiment times are based on rough estimates of the number of 3- or 4-hour periods needed by most students to complete the experiments.<br/>If a range is given, the lower<br/>number applies to 4-hour periods.<br/>A plus sign (+) after<br/>the time generally means that the student must return to the laboratory briefly after the preparatory part is completed to gather analytical data, etc.<br/>Quantities of chemicals and supplies listed under the experiments are based on ten students, with an allowance usually about 30% for waste and repetitions. In the Part I and Il chemical lists, the quantities of liquids are given by both mass and volume, since suppliers may sell them either way.<br/>The volume of an aqueous solution is<br/>followed by the mass or volume of the solute, in paren-theses. Quantities of all non-aqueous solvents. includin-those required for preparing solutions, are also listed.<br/>Directions for preparing any non-aqueous solutions or special reagents follow the chemical lists.<br/>For Part III<br/>(qualitative<br/>analysis) the volumes of non-aqueous sol-<br/>vents used in preparing solutions are given in the solution preparation section, but not in the chemical lists. common chemicals; alternate sources are available for Suppliers and catalog numbers are provided for the less virtually all of them. An effort has been made to keep costs down by using inexpensive chemicals or small amounts<br/>of the more expensive ones.<br/>Answers are provided for all of the lopics for Report but not for the Library Topics; information on most of the latter can be found in sources listed in the Bibliography.<br/>Topics 1 and 2 should generally be assigned with each experiment since they often refer directly to observations or data from the experimental work; other topics can be assigned at your discretion.<br/>Since many institutions cannot provide expensive instruments for routine use by undergraduates, a selection of spectra from the experiments requiring spectral interpretation is included in the back of this manual. They may be reproduced as necessary and distributed to students after the corresponding experiment has been completed.<br/>The author welcomes all suggestions from users of Operational Organic Chemistry for improvements in the techniques, experimental procedures, or anything else that might make the book and this manual more useful. |
